School-Community Relations – EDUC 646

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

Concepts and specific techniques in school-community relations involving the development and maintenance of purposeful programs of communication and collaboration between school personnel and the community. Includes appropriate field projects relating theory to practice.

Prerequisites

Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5

Rationale

School administrators and prospective school administrators who aspire to be adequately prepared in the development of effective school-community relations will find this course helpful. This course meets licensure standards mandated by the Commonwealth of Virginia. A student qualifying for admission into the Educational Administration Graduate Program at Liberty University should consider this course as one of the required courses in this program.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Articulate biblical principles that relate to the relationships and interactions of human beings with each other as individuals and/or in communities.
  2. Demonstrate principles of effective communication skills, including consensus building, negotiation, and mediation skills.
  3. Identify emerging issues and trends related to schools and their internal and external communities.
  4. Apply professionalism in collaborating with members of the school community to support the school’s goals and enhance its collective capacity.
  5. Discuss appropriate public relations and public engagement strategies and processes.
  6. Demonstrate an understanding of resource management and development, theories of motivation, change in school culture, innovation and creativity, conflict resolution, adult learning and professional development models.
  7. Create a practical, workable plan for aligning available resources into a collaborative effort between the school and community.
  8. Integrate technology into the communication process.
  9. VDOE Competencies Met in This Course for School Administrators
    1. 1.b.7 Effective communication skills including consensus building, negotiation, and mediation skills.
    2. 1.c.2 Principles and issues of supervising and leading others to ensure a working and learning climate that is safe, secure, and respectful of a diverse school community.
    3. 1.c.3 Management decisions that ensure successful teaching and learning including, human resources management and development, theories of motivation, change in school culture, innovation and creativity, conflict resolution, adult learning and professional development models.
    4. 1.d.1 Emerging issues and trends within school/community relations.
    5. 1.d.2 Working collaboratively with staff, families, and community members to secure resources and to support the success of a diverse population.
    6. 1.d.3 Developing appropriate public relations and public engagement strategies and process.
    7. 1.d.4 Principles of effective two-way communication, including consensus building and negotiation skills.
    8. 1.d.5 Integration of technology to support communication efforts.
    9. 1.e.4 Intentional and purposeful effort to model professional, moral, and ethical standards as well as personal integrity.
    10. 1.e.5 Intentional and purposeful effort to model continuous professional learning and to work collegially and collaboratively with all members of the school community to support the school's goals and enhance its collective capacity.
    11. 1.f.3 Identify and respond to internal and external forces and influences on a school.
    12. 1.f.4 Identify and apply the processes of educational policy development at the state, local, and school level.
    13. 1.f.5 Identify and demonstrate ways to influence educational policy development at the state, local, and school level.
    14. 1.g.1 Experiential activities that complement, implement, and parallel the university curriculum.
    15. 1.g.2 Activities that emphasize student work with practical application that shall take place in the internship, the practicum field experience, as well as throughout the university program.
  10. ELCC Standards Met in This Course for School Administrators
    1. 4.1 Collaborates with Families and Other Community Members
    2. 4.2 Responds to Community Interests and Needs
    3. 4.3 Mobilizes Community Resources
    4. 6.1 Understands the Larger Context
    5. 6.2 Responds to the Larger Context
    6. 6.3 Influences the Larger Context
    7. See complete description of standards at: http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf

Course Assignment

Textbook readings and journal articles

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (3)

Discussion boards are collaborative learning experiences integrated into course content. Each candidate will complete 3 Discussion Board Forum assignments throughout this course. For each assignment, the candidate will submit 1 thread of at least 450 words in response to a prompt, and 2 replies to classmates of at least 200 words. For each thread, the candidate must support his/her assertions with at least 2 reference citations in current APA format. The candidate will also cite 2 sources for each reply. Acceptable sources include the course textbook, the Bible, journals, books, videos, and/or related articles.

School-Community Demographic Study

The candidate will complete a demographic study using at least 2 references. This paper must be formatted according to current APA style, submitted through SafeAssign, and include a reference page. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.

School-Community Needs Assessment

The candidate will compile a needs assessment using at least 3 references. This paper must be formatted according to current APA style, submitted through SafeAssign, and include a reference page. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.

School Board Meeting Critique

The candidate will attend a school board meeting and write a 2–3-page critique using the template provided.

Community Resources Report

The candidate will write an analysis of community resources. This report must include an annotated directory, a reference page, at least 2 sources, and must be formatted according to current APA style. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.

Practicum Requirements Skills Summary

The candidate will complete 30 practicum hours by spending time in a school and by attending local school and community events.

Interview with Principal Reflection

The candidate will interview a principal using the template provided. This assignment must be 1–2 pages.

Written Press Release

The candidate will write a 1–2-page press release using the guidelines provided in the text. This assignment must be formatted according to current APA style and must be submitted through SafeAssign.

School-Community Service Proposal

The candidate will write a proposal as the final stage of the Benchmark Assignment for this course. The candidate will use the demographic study, needs assessment, and community resources report completed in previous modules/weeks to develop a plan for community service. This assignment requires at least 2 references, must be formatted according to current APA style, and must be submitted through SafeAssign. This assignment must be submitted in both Blackboard and LiveText.

Tests (4)

The candidate will complete 4 tests based on the assigned textbook readings. These tests are a combination of multiple-choice questions and essay questions and are open-book/open-notes.